本文選題：蒙古族大學(xué)生 + 歸因方式��； 參考：《內(nèi)蒙古師范大學(xué)》2011年碩士論文

【摘要】：隨著社會.的發(fā)展,教育制度的改革,尤其自從高校開始不斷大量擴(kuò)招以來,大學(xué)生的整體素質(zhì)有了很大的改變,有了很大的層次性,大量的研究都表明,現(xiàn)如今當(dāng)代大學(xué)生的學(xué)習(xí)動(dòng)機(jī)水平不高的現(xiàn)象,對蒙古族大學(xué)生而言,也是如此。其中影響這種結(jié)果的因素有很多,可能是內(nèi)部因素的影響較大,也可能是外部的因素的影響較大,也可能是幾種因素綜合作用的結(jié)果。一切外部因素都是通過內(nèi)部因素來影響行為結(jié)果的。學(xué)習(xí)動(dòng)機(jī)和歸因方式都是個(gè)體的認(rèn)知范疇。筆者欲通過本研究來探索,當(dāng)代蒙古族大學(xué)生的學(xué)習(xí)動(dòng)機(jī)水平和歸因方式特點(diǎn)及其對蒙古族大學(xué)生的學(xué)習(xí)成績的關(guān)系進(jìn)行探索和分析,最后在教育領(lǐng)域,起到根據(jù)學(xué)生的認(rèn)知特點(diǎn)進(jìn)行教育和引導(dǎo),最后達(dá)到使大學(xué)生主動(dòng)學(xué)習(xí)、熱愛學(xué)習(xí),從而提高他們的學(xué)習(xí)成績,提高解決問題的能力的目的。通過本次對內(nèi)蒙古農(nóng)業(yè)大學(xué)的445名蒙古族大學(xué)生的學(xué)習(xí)動(dòng)機(jī)和歸因方式和學(xué)習(xí)成績的測量,經(jīng)過數(shù)據(jù)分析得到的結(jié)論如下： (1)蒙古族大學(xué)生的學(xué)習(xí)成績在班級學(xué)風(fēng)上有顯著的差異性。在學(xué)習(xí)動(dòng)機(jī)的4個(gè)維度上,在不同的專業(yè)、志向類型、班級同學(xué)關(guān)系、家庭氛圍、班級學(xué)風(fēng)間有顯著的差異性。在歸因方式的8個(gè)維度上,在不同的性別、專業(yè)、年級、是否獨(dú)生子女、家庭經(jīng)濟(jì)狀況、志向類型、班級學(xué)風(fēng)、父母期望間有顯著的差異性。 (2)蒙古族大學(xué)生的學(xué)習(xí)動(dòng)機(jī)的總體水平較低。在學(xué)習(xí)動(dòng)機(jī)的4個(gè)維度上的得分從高到低依次為：能力追求、利他取向、求知興趣、聲譽(yù)獲取。能力追求、利他取向、求知興趣與蒙古族大學(xué)生的學(xué)習(xí)成績呈顯著的正相關(guān)。學(xué)習(xí)成績較好的蒙古族大學(xué)生學(xué)生在這三個(gè)維度上的得分比學(xué)習(xí)成績較差的蒙古族大學(xué)生的得分較高。 (3)從歸因的總體上,蒙古族大學(xué)生傾向于把學(xué)習(xí)成敗的原因歸結(jié)為,個(gè)人的內(nèi)控性因素上,而是外空性因素上。在歸因方式的8個(gè)維度上的得分從高到低依次為：成功努力、失敗努力、成功能力、失敗能力、成功背景、成功運(yùn)氣、失敗背景、失敗運(yùn)氣。學(xué)習(xí)成績較好的蒙古族大學(xué)生傾向于把學(xué)習(xí)成敗歸因于成功努力、失敗努力、失敗能力、成功能力、成功背景上,而學(xué)習(xí)成績較差的蒙古族大學(xué)生傾向于把學(xué)習(xí)成敗的原因歸結(jié)為,成功運(yùn)氣和失敗運(yùn)氣上。 (4)蒙古族大學(xué)生的學(xué)習(xí)動(dòng)機(jī)對學(xué)習(xí)成績沒有預(yù)測作用,歸因方式對學(xué)習(xí)成績有顯著的預(yù)測作用。
[Abstract]:With the development of the society and the reform of the educational system, the overall quality of the college students has been greatly changed since the colleges and universities began to expand a large number of enrollment. A large number of studies have shown that the learning motivation level of contemporary college students is not high, which is also the case for the Mongolian College Students. There are many factors affecting this result, which may be the influence of internal factors, the influence of external factors and the results of several factors. All external factors affect the result of behavior through internal factors. The learning motivation and the way of attribution are all cognitive categories of the individual. In this study, we explore the characteristics of the learning motivation level and attribution style of the contemporary Mongolian College Students and their relationship to the academic achievements of the Mongolian College Students. Finally, in the field of education, the students are taught and guided according to the cognitive characteristics of the students. Finally, the students will learn actively and love their learning. Through the survey of 445 Mongolian College Students in Inner Mongolia Agricultural University, the results of the data analysis are as follows:
(1) there are significant differences in academic achievements of Mongolian College Students. On the 4 dimensions of motivation, there are significant differences in different specialties, aspirations, classmate relations, family atmosphere and class style. On the 8 dimensions of attribution, different sex, specialty, grade, single child, family, and family are different. There are significant differences in economic status, aspiration type, class learning style and parental expectation.
(2) the overall level of learning motivation of Mongolian College students is low. In the 4 dimensions of learning motivation, the scores from high to low are the following: ability pursuit, altruistic orientation, interest seeking, reputation acquisition, ability pursuit, altruistic orientation, knowledge interest and academic achievement of Mongolian College Students. Mongolia The scores of college students in these three dimensions are higher than those of Mongolian students with poor academic achievement.
(3) from the overall attribution, the Mongolian College students tend to attribute the reasons of success or failure to the individual's internal control factors, but the outer space factors. In the 8 dimensions of the attribution, the scores from high to low are successively successful, failure, success, failure, success, success, failure, and failure. The Mongolian College Students with better grades are inclined to attribute their success to success, failure, failure, success, success and success, while the poor students tend to attribute the success or failure to successful luck and failure luck.
(4) the learning motivation of Mongolian College students has no predictive effect on academic performance, and attributional style has a significant predictive effect on academic performance.

【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2011
【分類號】：G442

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